orbit and far beyond it. Indeed, the immense, painstaking, indefatigable and ever-improving effort of Husserl to find ever-deeper and more reliable foundations for the philosophical enterprise (as well as his constant critical re-thinking and perfecting of the approach and so called "method" in order to perform this task and thus cover in this source-excavation an ever more far-reaching groundwork) stands out and maintains itself as an inepuisable reservoir for philosophical reflec tion in which all the above-mentioned work has either its (...) core or its source. In fact, in his undertaking to re-think the entire philosophical enterprise as such and to recreate philosophy upon what he sought to be at least a satisfactorily legitimated basis, Husserl, through his already systematised and "authorized" work, and his courses, and later on in his spontaneous reflection (which did not find its way into a definitive corpus but was nevertheless sufficiently coherent with his previously established body of thought to be considered a continuation of it), uncovers perspectives upon the universe of man and projects their new philosophical thematisation that brings together all the attempts by philosophers (e. g., Merleau-Ponty, who drew upon this material and found there his own inspiration) who succeeded him with foundational intentions; it also gives a core of philosophical ideas and insights for the youngergenerationofphilosophers today. (shrink)

This collection is the final volume of a four book survey of the state of phenomenology fifty years after the death of Edmund Husserl. Its publication represents a landmark in the comprehensive treatment of contemporary phenomenology in all its vastness and richness. The diversity of the issues raised here is dazzling, but the main themes of Husserl's thought are all either explicitly treated, or else they underlie the ingenious approaches found here. Time, historicity, intentionality, eidos, meaning, possibility/reality, and (...) teleology are the main concerns of this collection devoted to studies in aesthetics, metaphysics and literary interpretation, written by such authors as, among others, R. Cobb-Stevens, C. Moreno Marquez, J. Swiecimski, Sitansu Ray and M. Kronegger. These original studies of phenomenological aesthetics and literary theory by scholars from all parts of the world were gathered by the World Institute for Advanced Phenomenological Research and Learn ing during the year 1988/89 during its assessment of the phenomeno logical movement, fifty years after Husserl's death. IX A -T. Tymieniecka (ed.), Analecta Husserliana, Vol. XXXVII, ix. (shrink)

Published under the auspices of The World Institute for Advanced Phenomenological Research and Learning, 19 essays document the April 1998 international congress held at Harvard University. They ponder on such topics as the phenomenology of the experience of enchantment, Leonardo's enchantress, the ambiguous meaning of musical enchantment in Kant's Third Critique, art and the reenchantment of sensuous human activity, the creative voice, the allure of the Naza, Henri Matisse's early critical reception in New York, Zizek's sublimicist aesthetic of enchanted (...) fantasy, and enchantment in Baroque festive court performance in France. There is no subject index. Annotation copyrighted by Book News Inc., Portland, OR. (shrink)

The book introduces young researchers to phenomenology and the two primary philosophical approaches along with the vocabulary of phenomenology including how to set up the research design and execute the study to include data collection, data analysis, and presentation of findings.

The subjective experience of schizophrenia, its cause, and its course have been consistent topics of interest within the phenomenological tradition since its inception. After 80 years of study and the efforts of many investigators, however, phenomenological contributions have so far had only a modest impact on current understandings of this disorder. In this article, the author reviews the methodological and theoretical issues involved in the development of a phenomenological approach to understanding schizophrenia. Drawing examples from his own empirical research, the (...) author illustrates the three steps of description, understanding, and explanation required by an application of the phenomenological method to this empirical domain. He then considers obstacles to the acceptance of insights generated through this method by the mainstream psychiatric community. In conclusion, he suggests that the promise offered by a phenomenological approach will most likely be fulfilled when investigators appeal to the phenomenological conviction in intentionality to provide the guidelines for an empirical science of subjective life. (shrink)

This is an accessible, concise introduction to phenomenological research in education and social sciences. Mark Vagle outlines the key principles for conducting this research from leading contemporary practitioners, such as van Manen, Giorgi, and Dahlberg. He builds on their work by introducing his post-intentional phenomenology, which incorporates elements of post-structural thinking into traditional methods. Vagle provides readers with methodological tools to build their own phenomenological study, addressing such issues as data gathering, validity, and writing. Replete with exercises for students, (...) case studies, resources for further research, and examples of completed phenomenological studies, this brief book affords the instructor an easy entrée into introducing phenomenology into courses on qualitative research, social theory, or educational research. (shrink)

The brief, practical texts in the Essentials of Qualitative Methods series introduce social science and psychology researchers to key approaches to capturing phenomena not easily measured quantitatively, offering exciting, nimble opportunities to gather in-depth qualitative data. In this book, Scott D. Churchill introduces readers to existential phenomenological research, an approach that seeks an in-depth, embodied understanding of subjective human existence that reflects a person's values, purposes, ideals, intentions, emotions, and relationships. This method helps researchers understand the lives and needs of (...) others by helping identify and set aside theoretical and ideological prejudgments. About the Essentials of Qualitative Methods book series: Even for experienced researchers, selecting and correctly applying the right method can be challenging. In this groundbreaking series, leading experts in qualitative methods provide clear, crisp, and comprehensive descriptions of their approach, including its methodological integrity, and its benefits and limitations. Each book includes numerous examples to enable readers to quickly and thoroughly grasp how to leverage these valuable methods. (shrink)

Doing phenomenological research entails a complex process that is only minimally published in scientific journals. What is often missing reflects how being in research calls into question the researchers themselves. Anyone who has conducted qualitative empirical research knows that personal engagement does not come at no cost; there are multiple pedagogical and professional practice gains. This article’s aim is to share the phenomenology behind phenomenology: the reflection and personal experience of doing/being in phenomenological research and the personal narrative (...) of what this experience has meant concerning the authors' own context: health care and nursing. Taking advantage of a conducted research exploring the lived experience of family caregivers of hematological patients assisted at home, we propose considerations about the perceived epistemic and cognitive gains, the formative and personal/professional sequels of having been reflective participants of phenomenologically oriented research. (shrink)

In this essay I address the question, “What is the subject matter of phenomenological research?” I argue that in spite of the increasing popularity of phenomenology, the answers to this question have been brief and cursory. As a result, contemporary phenomenologists lack a clear framework within which to articulate the aims and results of their research, and cannot easily engage each other in constructive and critical discourse. Examining the literature on phenomenology’s identity, I show how the question of (...) phenomenology’s subject matter has been systematically neglected. It has been overshadowed by an unending concern with phenomenology’s methodological identity. However, an examination of recent contributions to this literature reveals that a concern with articulating phenomenology’s subject matter has gradually increased, although such articulations remain preliminary. In light of this, I delineate, define, and illustrate three layers of phenomenological research, which I term “existentials,” “modes,” and “prejudices.” While the delineation of these layers is drawn primarily from classical phenomenological texts, they are defined and illustrated through the use of more contemporary literature. Following the articulation of this subject matter, I briefly consider some of the debates—both foundational and applied—that can be facilitated by the adoption of this framework. (shrink)

The teacher-student relationship has long been of primary concern to educators and the focus of much educational research. While various theoretical understandings of this relationship exist, ontological understandings of the lived experiences of this relationship are not so prevalent, and there is thus a call for phenomenological studies aimed at uncovering the essential and ontological meanings of this taken for granted phenomenon. This paper reports on such a project and, in particular, some of the challenges encountered in the process of (...) phenomenologically researching the relationship which arises in the context of teacher education between the lecturer and the student teacher. The challenges of phenomenological research are both numerous and complex. These challenges relate to the intensity of the lived experience of the research itself, the meditative attunement of the researcher to the focal phenomenon, and the process of walking in a research process that is mindful of one's own historicity (Gadamer, 1960/1995). While the primary focus of this paper is on the challenges of researching the lecturer-student teacher relationship in a phenomenological way, it nevertheless reflects the unique capacity of a phenomenological approach to respect the centrality and humanity of relationship and to open understanding that affirms this. (shrink)

The aim of this paper is to clarify what “phenomenological” means in the phenomenological researches of nursing and what “method” is or should beadopted in phenomenological researches of nursing. The essay first defines a traditional classification of the phenomenological researches of nursing by Cohen and Omery, and then gives a new attempt to classify the phenomenological approaches in the theories of nursing. On this basis, the essay reviews some representative “phenomenological” researches of nursing today and addresses critical comments to them. (...) Finally, the essay will make clear what “phenomenological” should mean in the phenomenological research of nursing and what kind of “method” should be adopted in those researches. (shrink)

This project was conceived to determine the feasibility of using a phenomenological method of enquiry, based on Giorgi’s existential psychological method, for explicating the experience of being-in-community as experienced within a Community Building Workshop. This project served to inform a larger Master of Social Science research project concerned with building community within business. In approaching this project it was decided to interview two people who had participated in separate CBWs, but not within a business context. The reason for this was (...) purely pragmatic as I had access to two co-researchers (participants) who were available for interviews within given time constraints. Therefore the focus of this project is on being-in-community as experienced in a CBW™. Indo-Pacific Journal of Phenomenology , Volume1, Edition 1 April 2001. (shrink)

This project was conceived to determine the feasibility of using a phenomenological method of enquiry, based on Giorgi’s existential psychological method, for explicating the experience of being-in-community as experienced within a Community Building Workshop. This project served to inform a larger Master of Social Science research project concerned with building community within business.In approaching this project it was decided to interview two people who had participated in separate CBWs, but not within a business context. The reason for this was purely (...) pragmatic as I had access to two co-researchers (participants) who were available for interviews within given time constraints. Therefore the focus of this project is on being-in-community as experienced in a CBWTM. (shrink)

Introduction to Phenomenological Research, volume 17 of Martin Heidegger’s Gesamtausgabe, contains his first lectures given at Marburg in the winter semester of 1923–1924. In these lectures, Heidegger introduces the notion of phenomenology by tracing it back to Aristotle’s treatments of phainomenon and logos. This extensive commentary on Aristotle is an important addition to Heidegger’s ongoing interpretations which accompany his thinking during the period leading up to Being and Time. Additionally, these lectures develop critical differences between Heidegger’s phenomenology and (...) that of Descartes and Husserl and elaborate questions of facticity, everydayness, and flight from existence that are central in his later work. Here, Heidegger dismantles the history of ontology and charts a new course for phenomenology by defining and distinguishing his own methods. (shrink)

In his late ‘A Plea for Excuses’, John L. Austin suggests labelling his philosophy ‘linguistic phenomenology’. This article examines which idea of phenomenology Austin had in mind when he coined this term and what light this sheds on his method. It is argued that the key to answering this question can be found in Merleau-Ponty’s 'Phenomenology of Perception', which Austin must have been familiar with. Merleau-Ponty presents phenomenology in a way Austin could embrace: it is a (...) method, it aims at description and uses reduction, it is a non-idealistic study of essence, and interprets intentionality as ‘operative’. In this light, Austin’s method can be appreciated more fully. (shrink)

This title presents a comprehensive guide to interpretative phenomenological analysis (IPA) which is an increasingly popular approach to qualitative inquiry taught to undergraduate and postgraduate students today.

Given the dramatic rise in the frequency of nursing research that involves eliciting personal information, one would expect that attempts to maintain the balance between the aspirations of researchers and the needs and rights of patients would lead to extensive discussion of the ethical issues arising. However, they have received little attention in the literature. This paper outlines and discusses some of the issues associated with qualitative research. The discussion converges on the specific case of phenomenological research, which involves the (...) invasion of participants’ personal worlds, and draws attention to some of the ethical issues that arise when the participants are psychiatric patients. (shrink)

Science tends to find a solution to the problem of the unreliability of human perception by understanding objectivity as the absence of subjectivity. However, from a phenomenological point of view, subjectivity is not so much a problem as an inevitable starting-point. That does not mean that the problem of the correctness of people’s accounts of their own perceptions is no problem at all—in fact the problem is so great that the authority of a person’s knowledge of his or her own (...) mind can be doubted. The problem of subjectivity can only be solved when it is related to the problem of interpretation. Analyses of narratives are interpretations of interpretations. The phenomenologist must make sure that the data he or she analyses are lived interpretations and not interpretations of interpretations. (shrink)

Max van Manen offers an extensive exploration of phenomenological traditions and methods for the human sciences. It is his first comprehensive statement of phenomenological thought and research in over a decade. Phenomenology of practice refers to the meaning and practice of phenomenology in professional contexts such as psychology, education, and health care, as well as to the practice of phenomenological methods in contexts of everyday living. Van Manen presents a detailed description of key phenomenological ideas as they have (...) evolved over the past century; he then thoughtfully works through the methodological issues of phenomenological reflection, empirical methods, and writing that a phenomenology of practice offers to the researcher. Van Manen’s comprehensive work will be of great interest to all concerned with the interrelationship between being and acting in human sciences research and in everyday life. (shrink)

In this article, following on from earlier debates in the journal regarding the ‘thorny issue’ of epochē and bracketing in sociological phenomenological research, we consider more generally the challenges of engaging in reflexivity and bracketing when undertaking ethnographic ‘insider’ research, or research in familiar settings. We ground our discussion and illustrate some of the key challenges by drawing on the experience of undertaking this research approach with a group of competitive swimmers, who were participating in a British university performance swimming (...) programme at the time of the doctoral study. The primary researcher was highly familiar with the phenomenon of competitive swimming, having been both a competitive swimmer and swimming coach. Some of the key elements of a sociological phenomenological approach to studying physical-cultural embodiment are first delineated, before addressing the considerable challenges of engaging in sustained reflexivity and bracketing, using the swimming research for illustrative purposes. We suggest some practical ways in which researchers in sport and physical cultures might approach epochē and bracketing in ethnographic ‘insider’ research. -/- KEYWORDS: Sociological phenomenology, competitive swimming, insider research, epochē/bracketing. (shrink)

Phenomenology has been with us for many years, and yet grasping phenomenology remains a difficult task. Heidegger, too, experienced this difficulty and devoted much of his teaching to the challenge of working phenomenologically. This article draws on aspects of Heidegger’s commentary in progressing the teaching and learning of phenomenology, especially as this pertains to research in fields such as education. Central to this task is elucidation of what I believe to be the most important feature of (...) class='Hi'>phenomenology—what Heidegger referred to as the ‘starting point’ of phenomenology. I have written this article in the manner of a phenomenological workshop with the intention of inviting the reader to engage experientially with this starting point. (shrink)

This enjoyable book presents a potpourri of paradoxes with the purpose of showing how they connect to serious philosophical issues. The main paradoxes are Zeno's, the sorites, Newcomb's problem, the paradoxes of confirmation, the surprise examination, and the paradoxes of self-reference. A final chapter defends the assumption that contradictions are unacceptable and an appendix throws in sixteen minor paradoxes. Along the way, R. M. Sainsbury peppers the reader with helpful queries and provocative asides.

Recently the relevance of the philosophy of Martin Heidegger has been critiqued in nursing literature. However, this critique is based primarily upon an appropriation of Heidegger that does not reflect an understanding of meaning as grounded in temporality. Therefore, this paper aims to (1) explicate Heidegger's grounding of meaning, (2) briefly contrast Heidegger's and Husserl's notions of the origin of meaning, (3) describe how Heidegger was first introduced to nursing, and (4) illustrate through examples from a research study how the (...) philosophy of Heidegger might inform the phenomenological researcher. (shrink)

This chapter provides an overview of how existential phenomenology has influenced qualitative research methods across a range of disciplines across the social, health, educational, and psychological sciences. It focuses specifically on how the concepts of “existential structures,” or “existentials”—such as selfhood, temporality, spatiality, affectivity, and embodiment—have been used in qualitative research. After providing a brief introduction to what qualitative research is and why philosophers should be interested in it, the chapter provides clear, straightforward examples of how qualitative researchers have (...) used existentials to analyze qualitative data and design qualitative studies. The chapter is intended to introduce philosophers to existential approaches to phenomenological qualitative research, with the aim of facilitating interdisciplinary dialogue and collaboration. (shrink)

SUMMARYThis paper examines the reception of Edmund Husserl's phenomenology in Philosophy and Phenomenological Research, a philosophy quarterly which was founded in conjunction with the International Society of Phenomenology and for which Marvin Farber served as editor until his death in 1980. From its founding in 1940, Farber relied on the editorial support of many of Husserl's enthusiastic students who found themselves intellectual exiles, including Husserl's son. Farber's professional and personal interaction with Husserl's ardent followers reveals a dramatic story (...) of former students who were ever vigilant about maintaining the core values of the Master's unique philosophy, and Farber's personal philosophical transformation from a publicist of Husserl's work to a guarded critic intent on avoiding the promotion of sectarianism. (shrink)

As an early articulation of Heidegger's thought, this book is an indispensable resource for scholars and students."--BOOK JACKET.

Is there room for philosophy in educational research? Is there phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods for phenomenology within the field of philosophy of education? These talks to educational scholars and researchers responds to these questions and appeals for place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a genealogy (...) of thought and frequent autobiographical confessions, this book of lectures works from the simple insight that philosophy and education are not so different. (shrink)

The phenomenological attitude is essential for practising phenomenology. Many refer to wonder and wonderment as basic attitudes and ways of being present with and listening to phenomena. In this article a critical view is placed on the typically psychologically-loaded language and tonality that is used by phenomenological researchers in the human sciences in order to describe the wonder and openness they try to be a part of when doing phenomenology. With reference to the difference between Heidegger’s and Gadamer’s (...) views on Socratic dialectics the author points to an ontological dimension in the phenomenology of wonder that cannot be reached by taking only an emotional-bodily-oriented approach (the psychological approach) or an aesthetical-intuitiveoriented approach (the late Heidegger poeticised philosophizing). Instead this dimension must be reached through a Socratic questioning and Community of Wonder. Indo-Pacific Journal of Phenomenology , Volume 12, Special Edition July 2012. (shrink)

This paper compares Heidegger’s “dasein-centric” existential hermeneutic to Levinas’s primacy of the Other and the importance the latter places on the ethical relationship. Invoking the concepts of totality and infinity, the paper discusses the ways in which one encounters the Other and how signification arises from the ethical relationship. This is followed by a discussion of how Levinas’s ethics might influence existential phenomenological research methodology, pointing to the ethical demands described by Levinas as seeming to have priority over the praxis (...) of research insofar as the Other calls us beyond the methodological framework. Finally, the paper considers the extent to which the ethical demands of Levinas’s phenomenology are met by the special place of the research participant and the attitude of empathic presence prescribed within the Heideggerian framework. Indo-Pacific Journal of Phenomenology, Volume 10, Edition 2, October 2010: 11-22. (shrink)

Set against a background of calls for evidence-based practice, this paper explores the role of evidence and argument in phenomenological research. Drawing on Smith’s (1998) analysis of original argument, the author considers how evidence can be discerned, understood, and communicated, and the resulting kinds and contexts of knowledge that may be constituted in the practice of phenomenological research. Linking Churchill’s (2012) discussion of researcher perspectivity with Smith’s analysis of original argument, contrasts are drawn between rhetorical, demonstrative, and dialectical approaches to (...) argument, with proposed parallels to first-person, second-person, and third-person perspectives explored. Implications for argument-based phenomenological research are discussed. Indo-Pacific Journal of Phenomenology , Volume 12, Special Edition July 2012. (shrink)